【摘要】 课程是工科学术型博士生培养关键却受到忽视的环节,成为制约高质量高等工程教育发展的因素。基于28名工科博士生的访谈材料,研究发现工科学术型博士生专业课程学习表现出实用主义主导下的课程选择倾向、时间资源约束下的课堂参与决策以及评价制度裹挟下的师生互动偏差等特征,这些特征背后隐含着工科学术型博士生对个体价值发展目标的强烈追求、对“强有力的知识”的呼唤、对多样性实践原则的需求以及对具有时代气息教材的渴求。据此,应重新审视工科学术型博士生专业课程价值,建议加强工具类课程供给、创设具有参与性的学习环节、满足学生个性化发展需求。更多还原

【Abstract】 While the curriculum plays a crucial role in the training of engineering doctoral students, it remains a relatively overlooked area. Drawing on interviews with 28 engineering Ph Dcandidates at a case-study university and informed by Mike Young’s concept of "powerful knowledge," this study identifies several distinctive patterns in their course participation. These include a pragmatic approach to course selection, time-constrained classroom engagement, and evaluation-driven interactions with instructors. Underlying these behaviors are the students’ pursuit of personal development, their need for intellectually substantive knowledge, diverse practical principles, and contemporary teaching materials. The study concludes by calling for a renewed emphasis on the value of engineering doctoral curricula, proposing enhanced provision of foundational tool-based courses, the integration of participatory learning experiences, and greater attention to students’ individual developmental needs.更多还原